The Role of Memory Activation in Creating False Memories of Encoding Context

Autor/in	Arndt, Jason
Titel	The Role of Memory Activation in Creating False Memories of Encoding Context
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 36 (2010) 1, S.66-79 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0017394
Schlagwörter	Testing; Recognition (Psychology); Experiments; Memory; Cognitive Processes; Models; Probability; Cues; Stimuli; Semantics; College Students; Higher Education; Phenomenology; Test Items; Educational Psychology; Vermont + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Recognition; Wiedererkennen; Erprobung; Gedächtnis; Cognitive process; Kognitiver Prozess; Analogiemodell; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Stichwort; Anreizsystem; Semantik; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Test content; Testaufgabe; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Using 3 experiments, I examined false memory for encoding context by presenting Deese-Roediger-McDermott themes (Deese, 1959; Roediger & McDermott, 1995) in usual-looking fonts and by testing related, but unstudied, lure items in a font that was shown during encoding. In 2 of the experiments, testing lure items in the font used to study their associated themes increased false recognition relative to testing lure items in a font that was used to study a different lure's theme. Further, studying a larger number of associates exacerbated the influence of testing lure items in a font used to study their associated themes. Finally, testing lures in a font that was encoded many times, but was not used to present the lures' studied associates, increased lure errors more than testing lures in a font that was encoded relatively fewer times. These results favor the explanation of false recognition offered by global-matching models of recognition memory over the explanations of activation-monitoring theory and fuzzy-trace theory. (Contains 1 footnote and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10